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Sudirman Sudirman
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Education

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PENERAPAN MODEL PROBLEM POSING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MATEMATIKA Lita Yulianti; Sudirman Sudirman; Siti Rachmah Sofiani
Pedagogi: Jurnal Pendidikan Dasar Vol 2, No 8 (2014): Jurnal Pedagogi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Lampung

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Abstract

The aims of research were to improve activity and study result by implementation of problem posing models. The method of research was Classroom Action Research that consisted of planning, implementing, observing, and reflecting. The instrument of research data collection used observation sheet and test. The technique of dataanalysis used qualitative and quantitative analysis. The result of research showed that implementation of problem posing models can improve the activity and study result of student.Tujuan penelitian adalah untuk meningkatkan aktivitas dan hasil belajar dengan menerapkan model problem posing. Metode penelitian adalah Penelitian Tindakan Kelas dengan tahapan setiap siklus, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Alat pengumpul data menggunakan lembar observasi dan tes. Teknik analisis data menggunakan analisis kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa penerapan model problem posing dapat meningkatkan aktivitas dan hasil belajar siswa.Kata kunci: aktivitas, hasil belajar siswa, model problem posing.
ACTIVITY AND STUDENT LEARNING OUTCOMES THROUGH COOPERATIVE LEARNING MODEL TYPE TALKING STICK haji wirahana; supriyadi supriyadi; sudirman sudirman
Pedagogi: Jurnal Pendidikan Dasar Vol 1, No 2 (2013): Jurnal Pedagogi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Lampung

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Abstract

This study uses action research (classroom action research) with a cycle that eachcycle consists of four stages: (a) planning, (b) implementation, (c) observation, and(d) reflection. Data collection techniques in this study is observation and tests, datacollection tools in this study using the observation sheet and test question. Technicalanalysis of the data in this study using qualitative analysis and quantitative data.Results of this study indicate that the use of cooperative learning models talking sticktype can increase the activity and student learning outcomes. It can be seen from theaverage percentage of student learning activities in the first cycle (65.28%) in thecategory is quite active, and the second cycle (85.41%) is very active, with anincrease from cycle I to cycle II (20.13 %). While the average value of theperformance of teachers in the first cycle (68.21) in the category quite well, thesecond cycle (87.5) is very good. Thoroughness of student learning outcomes in thefirst cycle of 53.06 then increased to 85.28 at the end of the second cycle, with anincrease from cycle I to cycle II (55.55).Keywords: Cooperative learning talking stick type, activity and learning outcomes.
Co-Authors haji wirahana Lita Yulianti Siti Rachmah Sofiani Supriyadi Supriyadi